Walk into a primary school classroom in Barbados and you see all the right elements: eager and curious kids, dedicated teachers, and a culture that truly values education. Visit a place like the Oceana Innovation Hub and you are wowed by the innovative use of eco-friendly features that come together to create a learning environment supporting young people with high aspirations and potential.
This reality reflects a genuine and sustained commitment by the Government of Barbados to building human capital. The country allocates nearly 5 percent of GDP to education—a level comparable to high-income countries and well above the Latin America and Caribbean average. Even more importantly, education expenditures have been protected during crises, including episodes of fiscal austerity and the COVID-19 pandemic.
The dedication and ambition of Barbados to investing in education is not in doubt. But the relevant question is whether Barbados is getting the outcomes for which it is paying. The honest answer is that there is meaningful room for improvement. More than a third of primary school students are not performing at an acceptable level in mathematics. Six in ten secondary school students leave without passing the high-stakes exams that enable them to continue their education and signal academic competence to employers. And despite years of sustained spending, Barbados has one of the lowest shares of skilled workers in the Caribbean.
Where the gaps are—and why they matter
A new World Bank report, Navigating Change: Review of Education Expenditure and Resilience in Barbados, examines how education resources are allocated and used across the system. The findings point to a set of structural misalignments that are limiting the impact of public investment.
Over the past decade, student numbers declined due to falling birth rates while teacher headcounts increased, resulting in smaller classes. In theory, smaller classes support better learning, but translating this into actual gains requires accompanying improvements in how instruction is delivered. High-stakes secondary entrance exams tend to focus instructional attention on higher-performing students, leaving less space for children who need more individualized support.
Grade repetition—costing an estimated BDS$19 million per year, mostly from students repeating their final year of secondary school—delivers limited learning gains compared to earlier, targeted intervention.
Equity gaps are also widening at both ends of the system. Preprimary education remains out of reach for many three-year-olds from lower-income households, while tertiary scholarships intended to broaden access disproportionately benefit students from better-off families. Meanwhile, capital investment in preprimary and primary education—the stages where foundational literacy and numeracy are built—is relatively low, meaning teachers and students often navigate outdated facilities with subpar conditions. This imbalance compounds over time, particularly in a country as exposed to climate-related hazards as Barbados.
A path forward
The report sets out five strategic priorities to address these challenges: (i) closing foundational learning gaps—especially in numeracy—through early diagnostics and targeted remediation; (ii) empowering teachers via robust professional development and a comprehensive national teacher policy; (iii) expanding early childhood education by repurposing underused primary classrooms for play-based learning; (iv) reducing costly grade repetition through early interventions alongside support programs like school feeding and textbooks; and (v) improving learning environments by modernizing physical and digital infrastructure while enhancing climate resilience.
From Good to BEST
These findings formed the foundation for the World Bank’s engagement with the Government of Barbados and directly shaped the design of the Barbados Education Sector Transformation (BEST) Operation—a US$50 million IBRD loan launched in May 2026 in Bridgetown with the Minister of Education Transformation, the Honourable Chad Blackman. The Operation targets the two areas where change is most needed: strengthening foundational learning and making primary school infrastructure fit for purpose.
The resources are there—and so is the political will. What the BEST Operation brings is a sharper focus: reaching children earlier, equipping teachers with better diagnostic tools, and building schools to be resilient enough for a changing climate and a changing world. The foundation is solid.
The imperative now is to realize Prime Minister Mottley’s vision that “every Barbadian is provided with the tools to not only participate in the global economy and human civilization, but to lead it.”
read more: https://blogs.worldbank.org/en/latinamerica/barbados-is-building-the-education-system-its-children-deserve-h
